Tiếng Anh 9 i-learn Smart World teacher''''s book pdf, Sgv Tiếng Anh 9 i-learn Smart World, SACH GIAO VIEN tieng Anh 9 Smart World, Smart World 9 sach giao vien.
(SP) NHA XUAT BAN Education Solutions q —s |Z DAl HOC SU PHAM TP H6 CHi MINH Function 000.) Pronunciation Listening and Reading and Speaking Skills Writing Skills Grammar + Rhythm: * Listening: (for gist) * Reading: (for main (le + Talk about + To-infinitives Stress content details) idea/details) + Phrasal verbs words in a two friends talking ENGLISH IN different ways to sentence about why they study -an online article THE WORLD learn English + Adverbial English pages 12-21 + Sound changes: Speaking: about English study + Discuss why clauses/phrases - Discussing English you are learning Contraction study methods methods English of reason - Discussing reasons “Will ” for learning English * Writing: + Talk about reasons .€ reply email giving * Conversation Skill: for doing different advice to a friend activities in English Asking for a reason + Discuss family + Used to + Sounds: /1/ Listening: (for gist/ * Reading: (for main and fi:/ traditions and details) idea/best conclusion/ customs in the + Intonation: @ grandfather telling details) past and now Exclamations his granddaughter .an interview about + Talk about about the past family life in the past 2 LIFE IN memorable days * Speaking: * Writing: THE PAST in the past - Comparing family about the life of a pages 22-31 + Talk about the traditions and customs | family member life of a family in the past and now member - Telling a story about a memorable day * Conversation Skill: Showing interest + Describe + Defining relative | - Sound changes/ | + Listening: (for mood/ | * Reading: (for main features of a clauses with Rhythm: details) idea/details) smart house relative pronouns | ' faf can " .€ girl talking to her an article about | » Wish with the !ðœken! friend about her home smart houses Talk about ways Past Simple _„that care | « Speaking: * Writing: Kp Meeker! - Discussing different @ paragraph about LIVING you would like + Sounds: /a1/ smart home features your dream house ENVIRONMENT your living different people would pages 32-41 like environment to - Talking about the be different things you wish were + Talk about your dream house different where you live * Conversation Skill: Asking the same question + Give and discuss | - Reported speech | - Sentence * Listening: (for * Reading: (for main travel suggestions | Cowig and stress: Proper organization/details) + Ask for information | wh-words before } Nouns .@ tourist asking for idea/details) and directions to-infinitives + Rhythm: help -an email with travel ce + Introduce a tourist Function words | * Speaking: TOURISM destination and its - Planning a trip to the tips for Paris pages 42-51 people and food UK with a friend * Writing: a Short travel guide - Asking for help as a tourist + Conversation Skill: Holding your turn Unit Function = os Listening and Reading and Grammar | Pronunciation Speaking Skills Writing Skills + Talk about health | - Suggest + + Sounds: /tr/ * Listening: (for gist/ + Reading: (for gist/ myths gerund and /tƒ/ details) details) + Talk about + Adverbial = Sentence stress: | -adults talking about common health clauses/ Adverbial teens' health problems an article about problems teens phrases of clauses of * Speaking: health advice on the have and how concession concession - Discussing health to help myths and saying what internet + Talk about the doctors suggest + Writing: @ summary of a text main ideas of an - Discussing health article on health advice and teens’ behavior * Conversation Skill: Ending a discussion + Describe and + Comparative * Word stress: * Listening: (for main + Reading: (for main structures with | Three-syllable idea/details) idea/details) compare natural intensifiers adjectives .three teens talking an article about wonders + Verb + gerund | - Intonation: about a problem in their | caves + Non-defining ‘Showing contrast | favorite place + Writing: + Discuss ways relative clauses * Speaking: an article about a - Discussing and natural wonder to protect and choosing the top five natural wonders in preserve natural Vietnam wonders - Discussing ways to protect and preserve a + Describe and give tourist information about a natural wonder natural wonder * Conversation Skill: Politely disagreeing + Introduce a story to | - The Past + Sounds: /d3/ * Listening: (for main + Reading: (for discuss problems Continuous = Sentence stress: | idea/details) in your city and + Adverbial Adverbial . two students planning inference/details) ‘solutiontso them clauses of clauses of result | @ presentation -.-a blog post about + Describe problems | result * Speaking: creative solutions to in cities and their - Telling a story and future impacts discussing problems problems in cities + Talk about and solutions to city problems in a city problems + Writing: - Discussing what the .@ passage about problems ina city and their solutions future results of a city's problems will be + Conversation Skill: Asking for clarification + Talk about + Conditional + Sounds: Final /r/ | + Listening: (for + Reading: (for main + Sound changes: | _inference/details) idea/details) how to get jobs in | type 1 with *_.can people | 4 Student and teacher | _ an article about /kempi:pI/ talking about future jobs | entertainment and the future modals ' in media " | + Speaking: media jobs in the /ammi:die/ - Talking about jobs you | future + Talk about = Verbs + different kinds of | to-infinitives entertainment and want to do in the future | s Writing: and how to get them an article about media jobs in the - Discussing future jobs | what jobs will be future in entertainment and popular in the future media and why + Talk about + Conversation Skill: popular jobs in the future Showing thanks x D ALR anguage a Review o 8 About the course Tiếng Anh i-Learn Smart World is an American English integrated four-skill course for secondary and high school students The syllabus of Tiéng Anh i-Learn Smart World is based directly on the Vietnamese Ministry of Education and Training (MOET) guidelines Tiéng Anh i-Learn Smart World was designed for Vietnamese classrooms and learners by an experienced team of international and Vietnamese writers and editors The lessons cover the needs of Vietnamese learners and make the most of modern teaching techniques, with all tasks and activities suitable and easy to use in a Vietnamese classroom Finally, the key aim of the course is to develop a love for English Tiéng Anh i-Learn Smart World aims to encourage a positive attitude towards learning the language and culture of English-speaking countries, while at the same time upholding ethical values in line with the learners’ culture The approach Tiéng Anh i-Learn Smart World is designed based on the following principles: Motivation and interest are keys to learning — The key element to successful language learning is maintaining a high level of interest and motivation Tiéng Anhi-Learn Smart World does this by: Featuring interesting age-and-level-appropriate content — The language, activities, and images were chosen specifically to match the interests of the target learners Using an approach that emphasizes clear and noticeable progress — Success is a powerful motivation, but learning a language is a long-term process that takes many years of effort Learners often have difficulty recognizing the progress they are making, and this can often lead to losing motivation ("I've been studying for years, but | still can't speak.") Tiéng Anh i-Learn Smart World overcomes this by breaking the syllabus into clear, practical, and achievable goals Key features of the Clear and Noticeable Progress (CNP) approach: 1 Clarify the goals and create a need Each lesson focuses on a carefully chosen set of clear and achievable goals concerning practical things in life (e.g describing people's appearance, ordering food in a restaurant, talking about traditional holidays) 2 Fill the needs of the aim (e.g relevant vocabulary, grammar, Each stage of the lesson targets a different element ensure success with the practical communicative pronunciation features, controlled practice, etc.) to speaking activity at the end of the lesson 3 Provide evidence of success the purpose of shudy methods The final stage of each lesson gives learners an use phrasal verbs lo describe siudy methods opportunity to utilize all the previous knowledge they have learned in completing a practical task that mirrors real life activities (e.g role plays, discussions, surveys, etc.) It features group and pair activities, and directly addresses the aims noted at the start of the lesson Progress is monitored by the teacher, who gives assistance as necessary and ensures that learners are able to achieve a successful outcome Pronunciation is important Speakers who cannot use correct English pronunciation will have difficulty in making themselves understood Equally important, however, is its impact on comprehension Learners who are unfamiliar with the phonological conventions of the target language will have difficulty understanding the things they hear Both of these elements need attention Tiếng Anh i-Learn Smart World divides the elements of English phonology into an inverted "Pronunciation Pyramid" that features four main categories as follows: “= aa Sounds — These activities focus on and draw attention to elements that Vietnamese learners find challenging, such as final consonant sounds, consonant and vowel sounds, and consonant clusters They will hear 2—3 different native speakers pronounce the language naturally and then mimic the sounds Word Stress — These activities address the issue of stressing the wrong syllable in a word, which can dramatically affect the meaning or comprehension Tiéng Anh i-Learn Smart World provides guidance on the common patterns for different parts of speech Sound Changes/Rhythm — English uses a stress-timed rhythm This means that there is the same amount of time between stressed content words (usually nouns, verbs, adjectives, adverbs) regardless of the number of words (e.g "The mice are eating the cheese." will take the same time to say as "Mice eat cheese.") To maintain the correct rhythm, native speakers drop (elision), change (reduction, assimilation, intrusion), or join (linking, germination) sounds to make them fit smoothly into the available time Learners unaware or unfamiliar with these changes not only sound unnatural, but may also fail to recognize words they actually know Focus on common sound changes helps learners dramatically improve both their pronunciation and their comprehension of natural spoken English Intonation/Sentence Stress — These activities focus on how placing stress on different words and changing the pitch at the end of the sentence can affect the whole meaning or the intent of the sentence Word Stress Intonation teaching focuses on pitch changes in sentences ‘ Sentence stress is emphasis of words to show contrast or new information QT This highlights the ways sounds of English change when spoken with natural rhythm and speed / This focuses on which syllable is stressed in multi-syllabic words includes the individual phonemes of English Language learners need lots of listening Listening is not only essential as a receptive skill but also pivotal in the development of spoken language proficiency 1 Listening is vital in the language classroom because it provides input for the learners Unless learners can understand language as presented in the classroom, learning cannot begin 2 Listening exercises provide teachers with a means to draw learners’ attention to new forms (vocabulary, grammar, new interaction patterns) in the language 3 Natural spoken language presents a challenge for the learners to understand Lots of exposure in an understandable context is essential to build confidence and comprehension As with first language learning, providing comprehensible listening input helps learners build an understanding of the language Build awareness of the target culture and the ability to explain the learners’ own culture Understanding the culture of the target language is essential to communication Tiéng Anh i-Learn Smart World features many characters and situations common to life in North America Understanding the food they eat, the games they play, the way they interact, etc helps learners understand the way English is actually used In addition, the course also provides examples of local places, foods, and cultural traditions, so that learners can gain proficiency in explaining their own country and lives to people from other countries Easy to prepare and teach keep preparation time to a minimum smoother and easier for the teacher One of the primary aims of the course is to reduce teachers’ workload and Tiéng Anh i-Learn Smart World was designed to make lesson preparation by having: Clear and simple tasks — The activities have been designed with clear illustrations and short, simple, standardized instructions to make understanding and setting up tasks easier A standard unit/lesson format — Every unit follows a standard pattern of activities This allows learners and teachers to quickly become familiar with the lesson style and progression An easy-to-refer-to Teacher's Boo— kThe aim of this course is to put all the information teachers need in a very clear and easy-to-find layout Each lesson page is accompanied by a single Teacher's Book page so that teachers can quickly and easily find the information they need The syllabus The Tiéng Anhi-Learn Smart World Syllabus is an integrated communicative syllabus based on the MOET curriculum guidelines This has been extended by adding a range of useful practical phrases as well as Vietnamese content Each unit is designed to recycle vocabulary and language content from the same level or from the previous lessons of the course Tiéng Anh 9 i-Learn Smart World unit and lesson walkthrough Tiếng Anh 9 i-Learn Smart World features 24 lessons divided into eight three-lesson units Each unit includes two lesson types: Conversation lessons and Four Skills lessons Review materials are found at the end of Unit 8 Each lesson in Tiéng Anh 9 is designed for roughly 3 periods Different classes will progress at different rates, and while a suggested lesson timing breakdown is provided below, teachers are encouraged to progress through the book at a rate most suitable for their particular class Conversation Lessons The first two lessons introduce and provide practice with key vocabulary, structures, and functional language Period 1 (Lesson pages 1-2) A simple summary of the lesson aims (key vocabulary/structure/function) is shown at the top of the first page Teacher introduces and exemplifies the point then checks how confident learners are that they can do this As the aim is specifically chosen to be above the learners’ current level of ability, the teacher should tell learners that even if they cannot use the language now, they should not worry because by the end of the lesson, they will be able to Let's Talk! The lesson continues with a large evocative picture related to the lesson content and accompanied questions prompting learners to discuss personal opinions/experiences related to the topic Students should discuss these briefly in pairs Teachers may wish to invite some of the groups to share their ideas before moving onto the new words New Words During this stage, a set of vocabulary necessary to achieve the lesson's aim is introduced Task a serves to clarify the meaning, using a variety of different task types including matching the words to definitions or pictures, organizing them into categories, etc The pronunciation of each word is exemplified and practiced using the audio track Task b further expands on and reinforces the meaning Teacher should ensure that learners are comfortable with the meaning and pronunciation of individual words before moving on to the next stage Listening/Reading This stage can be either a listening or a reading In either case, it has three main functions: * Contextualize the target structure and illustrate how it is used in natural English Develop listening or reading skills using a variety of tasks “= aa © Review the vocabulary introduced in New Words Each reading or listening outlines the general context, followed by tasks used to develop skills such as listening or reading for gist/specific information Each set of Listening/Reading tasks is followed by a speaking Post Task that students discuss with their partner(s) to expand on and consolidate the lesson contents and ideas Conversation Skills 9 i-Learn Smart World includes one lesson that focuses on one of two key Each unit in Tiéng Anh which help students deal appropriately with problems that may arise during Conversation Skill types natural conversation In this level, we introduce the following skills: interaction between speakers, contexts, setting/changing Turn-taking skills Raising awareness of these In normal conversations, speakers alternate taking "turns" to speak Turn-taking skills focus on the different ways that speakers manage such as appropriately starting and ending conversations in different topics, interrupting appropriately, and encouraging others to speak skills makes communication much more natural and effective Repair skills Real English conversation can be difficult for our students Their partner may be speaking too quickly, they may not understand some words they hear, or they may not remember the words they want to say Teaching students techniques to explain words they don't know, or phrases to ask a speaker to speak more slowly can help them become more effective communicators Period 2 (Lesson pages 2-3) Grammar This page focuses on the lesson's target grammar Task a of this page focuses on clarifying the meaning and use of the target language It starts with a contextualizing image that illustrates a conversation using the key language Learners listen to the audio and practice repeating the sentences Following this is a box that outlines the usage of the particular language point within this lesson After this is a chart which shows the different forms of the language, and how it can change in different cases Tasks b and c provide exercises to further clarify and consolidate the meaning and use of the grammar point, and Task d finishes by giving learners a speaking task to practice using the language orally Pronunciation Each tip targets a single phonological feature (as noted in the Pronunciation Pyramid, shown on page 5) such as difficult sounds or clusters, word stress, sound changes, sentence stress, or intonation that is related to the vocabulary or sentence (patterns) necessary to achieve the lesson's aim Tiéng Anh 9 i-Learn Smart World deals with these issues using a simple but effective procedure known as IMP This breaks down as follows: Isolate - Learners’ attention is drawn to the feature in question and the point is clarified using a simple explanation box Model - Example words or phrases, taken from the lesson, are played using audio files to clearly exemplify the sound feature These audio samples feature three examples spoken naturally by native speakers of different ages This allows learners to generalize and become familiar with the feature Practice - In this stage, learners hear more examples of the language, and are asked to both discriminate correct and incorrect examples of use, and are given opportunity to practice the target features It is understood that not all learners will be able to master each phonological feature immediately The most important part of learning pronunciation is to help learners become aware of possible issues as they arise This will make it easier for learners to fully understand natural spoken English and of course to improve their own speaking Note: A chart showing the English phonemes is provided on page = Quam ene 145 of this book, as well as at the end of the Student's Book ett Period 3 (Lesson page 4) Practice This activity provides support for learners to practice the key structure/vocabulary These generally start with a task to review and contextualize the target structure and vocabulary and provide a clear model to follow Teachers encourage learners to continue practicing the correct sound and rhythm features that are covered in the Pronunciation stage Se sere Speaking es - Pi This stage gives learners an opportunity to use all aspects of the 3 HE target language and vocabulary and directly reflects the lesson's aim semester Tasks feature a simulated real-world format and are done in pairs or ae 8 groups of three or four They use a variety of different activity types, including: * Role-plays * Discussions * Quizzes ¢ Surveys They generally feature a mini project-based approach where learners will collaborate to complete a practical or cooperative task in pairs, then compare their results with another group before summarizing or comparing their results with the whole class Teacher's supervision and assessment— Because the pair/group tasks are designed in such a way that the learners can work independently, it allows time for the teacher to move around and assess learners’ ability with regard to the lesson aims This enables the teacher to note any problems learners may be having and provide assistance After pairs complete their tasks, they should switch roles and repeat to provide extra practice This helps ensure that all learners are able to successfully achieve the lesson's aim by the end of the lesson Four Skills Lessons Lesson 3 in each unit aims to develop not only listening and speaking ability, but also to introduce learners to a range of reading and writing skills building up to having the students do pieces of focused writing These lessons are also intended to take 3 periods, with the third period being focused on peer review of student writings, giving practical feedback to each other, and then making revisions to their passages These lessons follow a set format: Aims The lesson's aims are shown at the top of the first page They outline the productive foci of the lesson (e.g talk about interesting ways to raise money for charity, write an article about a way to raise money), and also note a specific writing skill that will be covered (e.g using synonyms to avoid repetition) Let's Talk! starts with a large evocative picture related to the lesson content and accompanied questions learners to discuss personal opinions/experiences related to the topic The lesson prompting Reading This stage features a reading passage that acts: a As a model for the students' writing b To introduce key concepts/vocabulary on the topic It features one main idea/gist task (a.) and another reading skill (b.) Some passages may also include vocabulary matching activities to broaden the learner's lexical range “= aa Period 2 (Lesson page 2) Writing Tiếng Anh 9 i-Learn Smart World aims to develop learners' writing ability so they will be comfortable and competent in using written English for everyday communications and for common standardized tests The writing section features a box focused on a single writing skill chosen from the categories above This gives an explanation of the skill including how/why it's used and examples of usage Accompanying this are two tasks: a Directs students to read the skill box and note the described | ` S9 c3 ttrcrctrrerrreereer features in the "Reading" on the previous page activity b Features a practice related to the skill Speaking features a_ pair This stage activity that has brainstorming and discuss ideas the students: later in their own a Generate they can use writings b Organize/note these ideas into a table or list Let's Write! This stage features a writing task that sets the context and assigns students to write a sample similar to the writing model, using the features from the skill box Students may either complete these in class (time available) or start the writing in class, and finish their writings outside of class Period 3 (Lesson page 3) Finalize and student-check the writing task Teachers allow students 5-10 minutes to finish off and check their writings, confirm all students have completed the task, and answer any last questions Peer writing review and feedback The end of each four skills lesson features a "Feedback form" that students can use to review each other's writings This includes a number of general and lesson-specific elements that learners should focus on when they review their partner's writings After clarifying each of the noted feedback points, students should exchange their writings with a partner, read, and note feedback based on the points After going through the passage and making notes, they should use the form as a focus for giving brief oral feedback on their partner's writing Sample answers can be found in the Teacher's Book Review any common or shared issues with the whole class, then elicit corrections or revisions Final check and revision Teachers deal with any questions or issues students may have raised, then have students begin to write their second drafts using what they learned from the feedback If some students can complete their second draft during class time, some of these can be read to the whole class Otherwise,they should be completed outside of class before the next Review lesson Review Review is an essential element for consolidating the things the learners cover in class The end of the book contains review materials for Tiéng Anh 9 i-Learn Smart World These are intended to be used for mid and end reviews of each term, and include activities to review each unit's language, skills, and functions As all classes have different needs, teachers are encouraged to use this material flexibly by assigning the activities that best meet their class needs and fit their review schedule Each Review unit includes: Listening/Reading — Test practice — The left-hand page features activities that review the target language found in the lessons of that unit, in a form that mirrors standardized tests This includes one Listening and one Reading focus Vocabulary — This section focuses on new words that were introduced in the Unit, and practices them using a range of activities, including filling in the blanks, short answers, or matching words to definitions Gramm—aThris section focuses on the main target language covered in the Unit It uses a variety of activities to focus on both syntax and morphology, including finding and correcting errors, circling the correct word form, writing sentences from prompts, and writing the missing words to complete sentences Pronunciation — This section focuses on the phonology of words found in the unit It uses a variety of tasks to have students focus on sounds and stress patterns and discriminate the differences between these elements in different words Additional Review materials: Communicative Practice Games— Each Semester Mid-term/Final review includes two communicative review games focusing on free (but guided) production of the structures and vocabulary covered in the unit These activities provide an effective review of the listening and speaking skills covered in the preceding units Time allowing, teachers may choose to use one or both of the games to have students practice language from the preceding units Projects Also included at the end of the book are two optional project lessons, one for each semester These resources aim to develop students’ confidence and ability in using English for public speaking * Presentation — Students will plan and perform a formal speech on a topic related to the topic/unit language and focused on a particular skill (examples below) This may be using a poster/images or not These lessons include a single presentation focused skill covering a range of key elements, including: